Disability Support Services Instructor Training Introduction to DSS
Disability Support Services Instructor Training
Introduction to DSS
Who do we serve at DSS? DSS, in fact, works with students who have a variety of accommodations DSS For When example, staff youengage think a person about in that an will interactive who a person help uses remove with aprocess wheelchair barriers with oreach that ayou person the may disabilities including but not limited toa disability, the disabilities Who the students we with at DSS? listedisare student who think about on blind may to this determine aand encounter slide. person useswith aappropriate service inwork athe visible university dog. accommodations disability. setting.
Working with Students with Disabilities
When/How to refer to DSS • Student discloses the presence of a medical condition or disability AND expresses a need or request for accommodations • Student speaks in general about a disability or medical condition and speaks generally about difficulties they experience • Notify DSS (Disability. Support@unco. edu) of the student • Ask student if they would like to be in contact with DSS and provide contact information • Provide contact information for It the In If or aisthese explicitly possible student situations approaches asks that approaches appears or abeyou student requests to may you be you in be and struggling for your and uncertain accommodations discloses speaks class and may about the inyou general encounter presents believe when inonyour you of • student Student appears to multiple academic resources struggling and you believe campus including tutoring services, please ask including ifmay they would DSS like of services, the todisability be student, supplemental contact you can with use instruction, DSS the and email barriers ashould about they class medical please anotify refer disability intutoring have condition your provide the acourse student disability, or or medical due student to in to DSS, but condition a the disability and here with student also multiple are and expresses but some speaks never has academic examples not anand they may have a disability supplemental instruction, and DSS worked of explicit address generally provide explicitly resources DSS. whenneed with the on and states about that this student how our orare slide that request difficulties office. to available DSS they refer for contact have tothey accommodation, on DSS: acampus experience, disability information.
Confidentiality • Student disability information is confidential. • Students disclose they are on the DSS program by giving instructor accommodation letter • Do not ask students what their disability is • You may ask questions about accommodations and how to provide them • Do not point out or call attention to a student when asking class for a volunteer note taker or providing other accommodations Confidentiality. Do not point ask students out. Student or call what attention disability their disability to information a student is, youis when may ask confidential. questions asking the about class Students for accommodations a volunteer disclose they notetaker, and arehow on or the toproviding provide DSS program them. other accommodations. by giving their instructor an accommodation
Testing Accommodation • It is the student’s responsibility to provide the instructor with an accommodation letter. • The student is also responsible for scheduling their exams with DSS to use their testing accommodation. • The testing accommodation also requires some coordination by the instructor. • Instructors fill out an “Alternative Testing Contract” (1 per course) at the beginning of the semester. • Instructors fill out exam instructions and send exams to DSS so DSS can administer exams with accommodations. Instructors will also outstep an by alternative testing • The following slidesfill show step instructions for contract Testing and The student testing following send Accommodation. their accommodation isslides also exams show tosemester; DSS, Itstep-by-step isalso the soscheduling DSS requires student's caninstructions administer some their responsibility exams at the beginning of responsible the instructors also fillfor out instructors. to provide with coordination exams instructors. DSS instructions with tothe appropriate use byinstructor their the instructor. testing accommodations. withaccommodation. an accommodation letter.
You will receive the student’s accommodation letter by email. Click the link on the letter to fill out Alternative Testing Contract accommodation Here is a sample letter accommodation by email, ifletter, a students is approved who will populate atdisability the top ofaccommodations thealetter, thenotify link totheir fill have for testing academic accommodations, link tofollow the alternative will instructor testing out the contract alternative by sending willtesting their contract.
Fill out the Alternative Testing Contract once per semester for each course. This information will be used by DSS when administering When one there 2. DSS Inwill time case are you use per two the follow this course, student questions information the iflink, needs you onyou have this to towill start administer contract, multiple bethe taken exam 1. students exams to How at DSS ashall for Online in your the exams for to course, student different course; complete who you contact time will the have than also the alternative the instructor have testing class antesting due opportunity accommodation, if clarification to contract, accommodation more is this needed you specific contract will time your course. onlyneed not and what exam needs are instructions you toto fillcomfortable be this filled later outout for with? each the exam. student
You will receive an email each time a student schedules an exam for your course with DSS. Follow the link in the email to fill out the instructions for the exam. You may also upload your exam to DSS Online with this Each time student link. a student schedules an exam for your EForm a link to the exam to DSS course as youwell willasreceive anupload email confirmation, this. Onlines email will contain secure site a link to the exam instructions
Upload your exam to DSS Online if you have an electronic copy. Alternatively, you may deliver your exam to DSS Upload your in person, by exam to DSS Online if you have an electronic email, alternatively or fax. copy, you can deliver your exam to DSS in person, by email, or fax.
Answer the questions for the exam instructions. When the student finishes the exam, you may choose to pick it up at DSS or have it delivered to your department. There is the Answer alsoquestions a space towith include examany instructions; special exam let us know if the studentyou instructions, is allowed will alsotoindicate use anyifresources, you wouldsuch like to as pick or have itadelivered toduring your department. notes up theor completed calculator exam at DSS the exam.
Interpreting/Deaf and Hard of Hearing Best practices for working with Deaf/Hard of Hearing students • Direct your attention to the student, not their interpreter • Provide captions on videos, transcript if possible for audio material • Speak towards students, as they may be reading lips • If you aren’t sure what to do, just ask!
Accessible Instructional Materials
Universal Design in Learning Classroom Environment Image of classroom that has good lighting, properly spaced Keep If for it example makes isles wide sense a U-shaped and with clear your orof. Circle presentation, obstructions, configuration, consider arrange consider setting desks and aisles, multiple presentation areas and modalities. can see, room read, write, orofhas otherwise with the furniture up posting the interactive so that soand that everyone pieces participants thea presentation clear have line ainteract clear of sight line at aof to variety sight the Universal Design in Learning The Classroom Environment. presentation to of materials. heights each other so all area. asparticipants well as the presentation area.
Accessible Presentation Materials Enlarge On Color Also, A good Power. Point avoid combinations cluttered page slides ofinformation, this to backgrounds, use avoid is to simple try include and large use describe green 24 -point large all and images, the red, font, table DSS green use can or This is measure aweb comparison image with four boxes to caption demonstrate goodvideos, visual presentation readability. Two boxes have contrast between text andwith background colors. Two Accessible color combinations Presentation that Materials. are Use for ablue, people variety to ofread multibackground and provide graph help brown, with toaathis. text person blue colors description Have and who that ahigh purple, transcript ishighly not ofdifficult any green incontrast the of images, videos and room, avoid available if it the light ispresenting text to green in color an boxes have low contrast between text and background colors. green Spell out and abbreviations grey, and green and acronyms when used. media who and complex difficult accessible avoid yellow, have such to tables, low text explain as blue vision videos, format. or and verbally, graphs. or grey, slides, areand color-blind. it visual isblack. to complex. aids, andfirst handouts.
Presentation Delivery Image of instructor with a chalkboard in the background. Instructor is holding an Presentation or small Speak the in listen the after slide. group carefully, way Visually your Ayou good activities, presentation. Delivery. Presented would repeat idea is etc. Promote what to. Key let pretend Setup you Content, participants itastudents think inparticipation welcome that youyou for are situation, example, understand, and presenting nonindefine do open textbook and is describe addressing the in theknow classroom. Repeat Offer directions questions verbally participants andthis inpose, that ifexpecting you everyone are in if and judgmental expectations advance not your all terms say, ask talk the "as in and asorder learning person ayou at acronyms phone the can to to beginning, address see environment; conference clarify that on any might or ifwriting, repeat slide" accessibility and you let beso describe are because unknown participants the information issues your some tohaving know inmay audience advance. not content someone. the difficulty you audience be willable did not field understanding participation, to understand. questions understands see during movement someone's the question. around speech, the room,
THANK YOU! Contact Us Disability. Support@unco. edu 970 -351 -2289
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